Friday, November 16, 2012

Blog Post #4 EDSS 511 French Revolution Unit

Length
of Unit: The unit will last for 3 days for 1 hour and 45
minutes each.

Facts
about Learners

Whole Class Information

Number of Students in the Class:
32 students in the class. (2nd Period Class)

Demographic Information:
23 students are male and 9 students are female. The ethnic background of my
students consists of: 29 Hispanic, 1 Middle Eastern, 1 Caucasian and 1
African-American student. 4 of my students receive free or reduced lunch. 21 of
my students are bilingual and 4 of my students are early intermediate ELD with
Spanish as their primary first language. One of my students has an IEP and has
Tourettes. I have another student who is very anti-social.

Developmental Needs

Readiness: Almost half of the students read at a lower grade
level. Most students are writing at either a 8th or 9th
grade level. Some are writing even lower than that. They are reading at a 2nd
or 3rd grade level. Two students in particular I can provide
evidence for this.

Interest: This
is a social group of students who are interested in sports and music. Three
students are interested in trying out for the varsity Basketball team; one is a
cheerleader. Two students play an instrument for the school band (trombone and
clarinet). Many students have iPods and enjoy listening to music (often have to
remind them to take out their iPod ear buds).

Learning Profiles: Most of the students are either kinesthetic or visual
learners (about 95%). So they need to see the notes written on the board and
need to participate in interactive activities (group collaboration or group
activities). I have a few auditory learners as well. They often retain information
that they hear in the lecture. The
students like to work in pairs or small groups (to which I have no objection at
all). The students need to see instructions on the board as well as hear them
to be understood. Many of the students say they enjoy “learning by doing” and
are very hands on. So I include a lot of activities that allow them to work in
groups or partners. They like to discuss and brainstorm their quickwrites with
one another.

Individual
Student Information

1.
Elena: She is a 15 year old female in the 10th
grade. She is from Mexico and has lived in the United States for 1.5 years. Her
parents are professionals, and she has a large extended family. She is literate
in Spanish and received high grades in school in Mexico. She works well in small
groups, but can be shy. The CELDT scores indicate that she is at the Early
Intermediate level, and is considered an English learner.

Developmental
Needs

Readiness:
Elena
can read and write and the Early Intermediate level. She needs to expand her
vocabulary and improve her reading, writing, and speaking skills.

Interest:
Family
is very important to Elena, and she enjoys visiting her grandparents in Mexico.
She also enjoys dancing.

Learning
Profile: Elena likes to work in small groups, and is shy in
front of large groups. She is a kinesthetic learner who enjoys moving around
when learning.

Differentiation
Strategies

Process/Readiness: Teacher reads
material to support ELL and highlights.

Process/Readiness: Students
discuss and share with small groups.

Product/Learning
Profile:
Hands on activities, such as poster making, to explain concepts.

Content/Readiness: Students will
complete quickwrites and worksheets for homework.

2.
Alex: He is a 15 year old male in the 10th
grade. Alex is considered to have a learning disability. He had trouble
developing literacy and presently reads at a 7th grade level. He
often struggles in decoding words and has had special education support since
the 2nd grade. Alex has asthma and needs to use an inhaler. He does
not participate in class discussions.

Developmental
Needs

Readiness:
Alex can read at the 7th grade level. He needs help with decoding
words and reading comprehension. He needs to build up his communication skills
in order to contribute to class discussions.

Interest:
Alex
likes to be alone, and is lacking confidence to participate in group
conversations. He does not communicate his interests, and keeps to himself.

Learning
Profile: Alex likes to be alone. He does not like to talk in
front of the class, but will sometimes talk in small groups. Often he tries to
stay quiet in class and is not social with his classmates.

Differentiation
Strategies

Process/Readiness: Students paired
up to read material to support Special Education student.

Process/Learning
Profile:
Will turn in posters instead of sharing with whole class.

Content/Readiness: Students use quickwrite
assessments to understand content and increase reading comprehension.

Product/Learning Profile: Students create a poster and use art to explain concepts.

The strategies will be assessed for effectiveness
through multiple formative assessments such as discussion, observation, quick
writes, quick quizzes. If needed, additional tutoring sessions will be provided
to the student before or after school.

3. Musa: A male, 15 year
old student. He has a lot of potential but he often doesn’t get his work done.
He gets distracted a lot and often tries to change the subject during lecture.
He is a Palestinian student and I feel that he was bullied at some point in his
life for being Muslim. He often jokes around a lot about Osama Bin Laden in
class (which is inappropriate). Overall he is a great kid who needs to stay
motivated in class. He has the potential to raise his grade from an F.

Developmental
Needs

1.)Readiness Level: Musa can read
and comprehend but has trouble reading out loud in class. Also does not like to
participate. I realized if that he appreciates having a teacher that is
familiar with pop culture. If I can make analogies with the content to pop
culture, I think I can keep him engaged in class. He is a good kid!

2.)Learning
Profile:
Musa has ADD and is often loud and disruptive during class. He does not
participate on his own and waits for the teacher to include him in
conversations. He sits in the front of the class so that I can make sure he is
staying engaged in class. When he works on in class writing assignments he is
very distracted and often has trouble starting his assignment.

3.)Interest: Musa is very
interested in sports. I know that he is a huge Steelers fan and like Jerry
Rice. Musa love basketball and is a huge Miami Heat fan. I think Musa is
interested in joining the school basketball team. He is a very good kid that
just needs to be motivated. Basketball team may be what it takes.

Differentiation
Activities

1.)Content/Based on
Interest:
All students will take notes while volunteers read each passage for a Meyer
buck (extra credit). The content should be easy enough to read but if any of
the English learners have problems with the words; the teacher is there for
support. In my class there is no penalty for getting a word wrong. Students are
expected to mispronounce words. That is where the teacher explains the meaning
of the word so the students learn it. The definition will go up on the board and
the students are supposed to write it in their notes.

2.)Process/Based on
Learning Profile: Have
IEP students moved to the front two rows of the classroom. Easier to answer
questions and they are more engaged in class. Have them sit and do classwork
with as strong partner. Musa is in the front row of the class and is sitting
next to one of his friends, Kevin. He is an ok student and always gets his classwork
done but fails his exams and doesn’t turn in his homework. Need to work on
helping Musa collaborate with his partner. When they are working in groups I
will be sure to ask Musa and his partner what specific questions they have and
start the conversation between Musa and his partner. I will give Musa the
opportunity to come back after school if he needs extra help on the
homework/classwork.

4. Darren: A male, 15 year
old student. Darren has tourettes and is quiet and keeps to himself during
class. He does not participate on his own and waits for the teacher to include
him in conversations. He sits in the front of the class so that I can make sure
he is staying engaged in class.

Developmental
Needs

Readiness Level: Darren is at
level 1 advanced basic. He can read and comprehend but has trouble reading out
loud in class. Also does not like to participate.

2.) Interest: Need to find
out a little more by asking him questions. He wears a lot of surf brand clothes
(Quicksilver, O’Neil, etc.) maybe he goes out and surfs. He may really like the
beach. I need to find out more.

Differentiation
Activities

1.)Content/Based on
Learning Profile:
All students will take notes while volunteers read each passage for a Meyer
buck (extra credit). The content should be easy enough to read but if any of
the English learners have problems with the words; the teacher is there for
support. In my class there is no penalty for getting a word wrong. Students are
expected to mispronounce words. That is where the teacher explains the meaning
of the word so the students learn it. The definition will go up on the board
and the students are supposed to write it in their notes. I will give Darren
the opportunity to come back after school if he needs extra help on the
homework/classwork. Darren usually comes in early before school or after school
to ask questions so I know he will come ask for help.

2.)Process/Based on
Learning Profile: Have
IEP students moved to the front two rows of the classroom. Easier to answer
questions and they are more engaged in class. Have them sit and do classwork
with as strong partner. Darren is in the front row of the class and is sitting
next to one of the smartest kids in class. He is a good student and always gets
his work done. Need to work on helping Darren collaborate with his partner. He
doesn’t speak to her at all. When they are working in groups I will be sure to
ask Darren and his partner what specific questions they have and start the
conversation between Darren and his partner.

5. Aldo: A male, 15 year
old student. He is very quiet and doesn’t participate actively in class. I feel
that this is because he is nervous speaking in English in class. Aldo is CELDT level 2 (early intermediate). Therefore, I
will be assessing Aldo by using Intermediate level EL Standards.

Developmental Needs

2.)
Learning Profile: Aldo will have trouble reading the
text. It is hard to get Aldo to participate in reading aloud. Nervous when put
on the spot to answer a question. Also they may feel that their English isn’t
strong enough and would struggle with the reading.

3.)Interest: Only
time I hear Aldo talk is when he is socializing with friends before and during
passing period. I think he may feel uncomfortable speaking in front of class
but not in small groups. He is definitely interested in sports. Should figure
out what his favorite sport is.

Differentiation
Strategies

1.)Content/Based on Interest:
All students will take notes while volunteers read each passage for a Meyer
buck (extra credit). The content should be easy enough to read but if any of
the English learners have problems with the words; the teacher is there for
support. In my class there is no penalty for getting a word wrong. Students are
expected to mispronounce words. That is where the teacher explains the meaning
of the word so the students learn it. Aldo definition will go up on the board
and the students are supposed to write it in their notes.

2.)Process/Based
on Learning Profile: Have the EL students work in groups
with students that are proficient or advanced in English. Can help support EL
students and act as a complimentary teaching resource. Aldo sits next to a
partner who is proficient in English. Aldo works really well with his partner.
I wanted to address the ELD standard reading comprehension because I feel that
it is a very valuable skill and entirely pertains to the activity. The students
have to read and comprehend the documents and use them in their response.

3.)Product/Based
on Readiness: Students may need some extra help
with completing the assignment. The students will be assessed verbally to check
their understanding when they are working in groups. I will walk over and ask
Aldo if he needs help or has any questions that I could answer. I won’t
specific call him out; I will walk around and ask everyone questions and if
they need help.

Unit
Rationale

In this unit the
students will learn about the legacy of the French Revolution. The unit focuses
on major events and people of the French Revolution and how they changed the
course of history for France and its lasting effect on Europe. The students
will need to know the major reason leading up to the French Revolution, where
the revolutionaries sought their inspiration, and how the revolution lead to a
change from the traditional system of government, and look at how the situation
leads to nationalism and Napoleons empire. Students will be able to learn about
French Revolution in this unit and share knowledge with peers. Everyone will be
actively participating in the unit through conversation, graphic organizers,
quickwrites, assignments, musical analysis and group work.

Enduring
Understanding: French Revolution is a very important
period in time. It was the first time in history that a European nation deposed
their king and established a new representative government.

Essential
Questions:

1.
Why is it important to learn about French Revolution before getting into more
complicated content of Nationalism and Napoleons Empire? (Explanation)

2.
How does the French Revolution lead to nationalism and Napoleon’s empire?
(Application)

3.
What can you learn about the Europe from studying French Revolution? Is it an
inspiration to other Revolutions in history? (Perspective)

4.
Why was the French Revolution different from the American Revolution? Did it
fail? (Explanation)

Standards

CA Content Standards:

10.2
Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on
the political expectations for self-government and individual liberty.

5. Discuss how nationalism spread
across Europe with Napoleon but was repressed for a generation under the
Congress of Vienna and Concert of Europe until the Revolutions of 1848.

CA ELD Standards:

ELD Standard: Reading Comprehesion

Cluster: 1

Level: Intermediate

I:Understand and orally explain most
multiple step directions for using mechanical devices and filling out basic
forms.

ELD Standard: Writing Strategies and Applications

Cluster: 1ES

Level: Intermediate

I: Recognize elements of characterization
in a piece of writing and apply the same techniques when writing.

Assessments (according to the day)

Entry
Level: Teacher
will give a lecture on the Old Regime and connect how the differences
between the three estates lead to the French Revolution. Lecture on the
course of the French Revolution.

Formative: Students will
complete a poster project in groups of four on the Social, cultural, and
economic contributions of each estate in the Old regime.

Summative: Students will
complete a worksheet on their knowledge of the French revolution. Also students
will complete a quickwrite assignment.

Entry
Level: Teacher
will give a lecture on Napoleon and the Congress of Vienna the Students
will take Cornell notes.

Formative: Students will
listen and write a response comparing the French National Anthem and the US
national anthem. Connect Napoleon with the spread of Nationalism in Europe.

Summative: Students will
complete a worksheet on the flaws of Napoleon and why it was a poor move of him
invading Russia.

Summative: Students
will take a unit exam examining the American and French Revolution.

Unit Calendar (What Did For a Week)

Lesson
Components

Day 1
(Mon)

Day 2 (Wed)

Day3
(Fri)

Standard

(CA
content & ELD)

CA:
10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual
liberty.

5. Discuss how nationalism spread across
Europe with Napoleon but was repressed for a generation under the Congress of
Vienna and Concert of Europe until the Revolutions of 1848.

ELD: ELD Standard: Reading Comprehension

Cluster: 1

Level: Intermediate

I: Understand and orally explain most
multiple step directions for using mechanical devices and filling out basic
forms.

CA:
10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual
liberty.

5. Discuss how nationalism spread
across Europe with Napoleon but was repressed for a generation under the
Congress of Vienna and Concert of Europe until the Revolutions of 1848.

ELD: ELD Standard:
Reading Comprehesion

Cluster: 1ES

Level: Intermediate

I: Recognize
elements of characterization in a piece of writing and apply the same
techniques when writing

CA:
10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual
liberty.

5. Discuss how nationalism spread
across Europe with Napoleon but was repressed for a generation under the
Congress of Vienna and Concert of Europe until the Revolutions of 1848.

.

Objective

(Label
Type & Standard)

After reading the text and giving a lecture
on the beginnings of the French Revolution. Students will be able to complete
a poster project that assess their knowledge on the three estates and how the
alienation of the Third Estate jumpstarts the French Revolution.

After reading the text on Napoleon and his
Empire the students will be able to complete a worksheet on the legacy of
Napoleon and how it leads to the Congress of Vienna.

Students
will complete a Unit exam.

Assessment

(Align
Assessment Standard & Objective)

Formative: Students will complete a quickwrite assignment asking if they would
join a mob storming the bastille.

Summative: Students will complete a poster project in class on a specific
statistic that they are researching. They will create a Pyramid on
Population, Pie Chart on Total taxes paid, Draw a map of France, and Draw a
political cartoon.

Formative: Students will listen to
the two national anthems and write a response comparing them and writing
about the emergence of Nationalism during this period. Leads up to the
Congress of Vienna.

Summative: Students will complete a worksheet that proves they understand why
Napoleon failed in invading Russia.

Summative: Students will take a
comprehensive exam on all the material that was covered in the French
Revolution unit. Also includes the Scientific Revolution, the Enlightenment,
and the American Revolution.

The test is mostly based on material from
the French Revolution but it does assess the students’ knowledge on the
importance of the advancements of the Scientific Revolution,the philosophes, and the cause and effect
of theAmerican Revolution.

The test is mostly multiple choice (100 questions),
10 fill in the blank, and an essay portion that has the students analyzing a
political cartoon about the Three Estates of France.

Student
Activity

Into: Read source documents on the Three Estates of the French
Revolution.

Through: Complete your portion of the poster (Pyramid on Population, Pie
Chart on Total taxes paid, Draw a map of France, Draw a political cartoon.)

Closure: Reflect on your experience with your group members.

Beyond: Write a quickwrite response to why the Third Estate would be so
willing to change the Old Regime.

Into: Read the textbook chapters on the rise and fall of Napoleon and the
main goal of the Congress of Vienna.

Through:
Learning about the importance of nationalism
(a legacy of Napoleon) and how it is reflected in the Le Marseilles and the
Star Spangled Banner.

Closure:
Students will complete a worksheet that
asses their knowledge of the fall of Napoleon. Why the invasion of Russia was
a terrible idea.

Closure: The students will complete the comprehensive exam which will take
the entire period.

Closure/Beyond (transition to the next
week):

Closure: Students will take a unit exam to summarize
their learning for the unit. Then the students will get the reading for the
next unit. They can begin reading and get acclimated with the reading. This is
optional because most likely the students won’t read. They will have the
materials ready for next class on Tuesday.

Reflection:

I thought that my French Revolution
unit went very well. It was rough mostly because I am new at teaching but I
felt that the instructional strategies went very well. I liked that I
incorporated a group poster project because I felt that it added to the
students’ knowledge of the three estates in France and how the animosity
between the estates lead to the French Revolution. This activity was perfect
for Alex, Darren, Elena, Aldo, and Musa because they are able to work in groups
and don’t have to work on their own. I think I would differentiate even more
for Alex because he often had a tough time working with other people. Overall I
felt that it was a good activity.

I think that the activity where the
students analyzed the Le Marseilles and the American Revolution really kept
them interested in class. They got to listen to music in class instead of
listen to a lecture. They really liked the activity and it helped bolster their
knowledge on nationalism which was a direct effect of Napoleon and his
empire.

There is so much I can add next
time. I feel that my students learn more through visual learning. I need to
incorporate more activities where students are either analyzing visual sources
or watching short videos on YouTube. I think that this will yield better
results on the exam because the lesson will be more memorable. I like using visual
aids because it is easier to teach when using them. I look forward to using
these in my Industrial Revolution unit.